A MESSAGE FROM THE DEAN OF THE UNIVERSITY                                  

The Mission of the Native American University is to provide an innovative and economical program in the study and practice of Native American Agri-Business; arming qualified prospective tribal students with a knowledge of their rights and obligations as future farmers, traders, investors, and students.  NAU is an internet university providing a School of Agriculture & Business with its high standards by directly involving our academic and administrative staff in partnering with its educational provider in the development of syllabi, study materials, review materials and grading examinations. This blend of collegiate study appeals to students for different reasons: 

• Some are seeking to improve their job prospects either in their existing career or in a new career altogether.
• Some are single parents who would prefer to remain with their children while studying at home and still benefit from the “on location live workshop interaction.” 
• Many are juggling family and career responsibilities, while at the same time financially unable to pay their own way through college.
• Most importantly, NAU provides Native Americans the opportunity to remain on their tribal grounds studying Agri-Business on their own terms and conditions.
• Dedicated volunteer professors have pledged to help students, ”gratis, with a on location workshop and seminar environment from time to time at no expense to the student.”
• The affordability of our study is an important consideration as well.

 All of our students have recognized that in order to become a new and improved agriculturist non-traditionally; there is a need to blend various education ingredients: The use of our curriculum which includes 30 six unit courses comprising 5,891 lessons with midterm examinations and proctored final edxaminations; and related publications used by many traditional university programs. In addition to, from time to time with a minimum dedication of 32 hours per month, “on location live Mentor / Understudy workshops”, our program includes an extensive video / virtual lecture library. Although students are required to submit Monthly Online Study Records to NAU; these participation hours are also traced; so as to keep a recordation of each student’s online hours of study. Each chapter of each subject is followed up by numerous quizzes and examinations with model answers available afterward to learn from one’s answers. All final examinations are proctored.  
Features of NAU Curricula, syllabi, lesson plans and exams include:                                   

• An educational partner with 30,000,000 + of its own students;
• A library of 4,500 courses;                                                          
• In excess of 88,000 lessons;  
• Acceptance of NAU's Study.com credits at 2,000 +  universities;
• Qualified professors in every course offered by Study.com.  
• Immediate access to professors via the internet;
• Results on quizzes, midterm and proctored final exams within minutes.
• Although not an education required course for credit; we have practicing Agri-Business men and women volunteers who have agreed “gratis” to sponsor qualified students in actual business settings. By analogy, “one can best learn to ride a bicycle by mounting the bicycle, as opposed to reading a book on how to ride it.”

 It is the combination of these educational ingredients, coupled with convenience and affordability that will appeal to the tribal student as well. If you are self-disciplined, ambitious and possess a desire to improve your career; then this is where you belong. The nature of our school allows Native American University to accept students not eligible, able or interested to attend traditional universities in a mega metropolis. We are looking for individuals who understand the nature of the difficult task before them, and who are willing to commit to the hard work and sacrifice necessary to complete this task. We are able to offer this valuable opportunity because our professors and staff are committed to the ideal that “Significant Accomplishments Involve Somebody’s Help.”  We look forward to welcoming you as a student.                                    

INTERNET / LIVE PROFESSOR HY-BRID UNIVERSITY                                                       

NAU is an internet / live professor hy-brid university. We offer seminars, mentor / understudy workshops from live professors from time to time at tribal locations.  
 Features include:: 

• There are no classrooms or classroom clock hours in this Internet / Hy-brid University However, our professors have agreed [32 hours per month minimum] "gratis" to, from time to time, travel to the reservations or tribal community centers and offer their live instruction professorial services in a workshop or Mentor / Understudy environment. The present schedule provides for thirty-two [32] hours per month x nine [9]  months per school year of live instruction on tribal grounds. [288 hours of live instruction per school year]
• Monthly Study Sheets: Since this is not a "brick & mortar" educational setting, each student is required to submit Monthly Study Sheets to NAU evidencing internet / online / home study.
• The Hours: The hours required are set forth infra; but the NAU 'Rule of Thumb' for a full-time student taking twenty-four [24] semester units per year is as follows: Two [2] hours of online study per week for each of the four [4] subjects totalling eight [8] hours of online study per week x thirty-six [36] weeks = 288 hours of online study per school year.
• Full-time Study: Full-time study would be 4 subjects per year totalling 24 semester units per school year as evidenced by the Monthly Study Sheets.
• Mid-Term & Final Examination: Each student is required in each subject to take and pass a Mid-term Examination and a Final Examination which is proctored.  
• Completion of a course is based upon evidence of the hourly study as set forth supra; and mid-term and final exam requirements as set forth supra.  NAU provides an email and virtual environment between student and professor on an "as requested" basis. It also provides quizzes and practice examinations. The NAU Curricula sets forth its syllabi, lesson plans, midterm and final examination procedures as set forth in detail on the upcoming pages infra. Our corporate offices are located at 1621 Central Avenue Suite 8296 Cheyenne, Wyoming 82002; Tel: 307-449-1817 or Interim Tel: 949-994-2347 Interim Email: rogeragajanian@gmail.com . 
• The locations visited by live professors are tribal reservations or tribal community centers. Our professors average thirty-two [32] hours per month; two hundred and eighty-eight [288] per school year.

Native American University invites its prospective and current students to review this:   
1.”A description of the programs offered;                                                                           
2. A description of the instruction provided in each of the courses offered by our institution;  
3. The requirements for completion of each program;                                                       
4. Required courses, any final tests or examinations, any required internships or externships;                   
5. The total number of credit hours, clock hours, or other increments required for completion…”                
In addition, NAU does not offer “educational program is designed to lead to positions in a profession, occupation, trade, or career field requiring licensure in this state, a notice to that effect and a list of the requirements for eligibility for licensure.”          
NAU does not offer courses that prepare a student for licensure in Wyoming or any other state.        
NAU does not offer internships or externships. The descriptions are set forth in detail infra with the purpose of creating an interest in the student to pursue that specific educational discipline. The degree programs all have the same features in common; so NAU is setting them forth herein once with the expectation that the student does not need to re-read the same informational material. For example::   

Requirements for Completion:                                                                                          
All courses are contained in the:                                                                                          
Associate of Arts-General Studies;                                                                                        
Bachelor of Arts-Agriculture;                                                                                              
Bachelor of Arts-Business; and,                                                                                      
Master of Arts- Agri-Business -Legal Studies.                                                                                                          Private Investigation Certification Program

Online Clock / Credit Hours:                                                                                     
Associate & Bachelor’s degrees: “Each course within the program is acceptable for full credit toward a single associate degree or bachelor’s degree provided by that institution, or equivalent degree as determined by the Department, provided that the institution’s degree requires at least two academic years of study and the institution can demonstrate that students enroll in, and graduate from the degree program.” NAU requires at least two [2] years of academic study. “Most online undergraduate courses will require about six [6] to eight [8] hours of study apiece each week. Online courses may take anywhere from four [4] to sixteen [16] weeks to complete. Now that you know how many hours a week for online college you can make an informed decision about your education.”                               

NAU’s full-time course requires eight [8] hours per week per subject x thirty-six [36] = 288 hours per School Year. NAU’s Rule of Thumb is two [2] hours per subject per week for thirty-six [36] weeks.  Full-time online study is 288 hours. Full-time live instruction hours is 288 hours. The school year total is a combined 576 hours per school year. Part-time is anything less than that. Courses can be taken one at a time if they so choose; however,                                                                                                 
Full-time is still 576 combined hours per School Year. A School Year is March 1st through November 30th of each year.
Master’s  degree: “The pace of your coursework is the biggest factor in how long it takes to obtain your master's degree. Full-time students who aren't working are often able to manage four courses per semester, or 12 credit hours. per semester or 24 credit hours per year + one [6] six [6] unit Native Course.”   NAU Protocol.
TOTAL NAU LESSONS: 5,891
                                          
 

ASSOCIATE OF ARTS - GENERAL STUDIES Total: 2,022 Lessons    

BIOLOGY:                           2 hours per week x 36 weeks = 6 semester units. 

ENGLISH:             2 hours per week x 36 weeks = 6 semester units. 
HEALTH SCIENCE:          2 hours per week x 36 weeks = 6 semester units. 
HEALTH & HEALTH ABUSE:               2 hours per week x 36 weeks = 6 semester units                       Ch 2. Alcohol Ch 3. Tobacco & Nicotine Ch 4. Psychomotor Stimulants Ch 5. Cannabinoids Ch 6. Hallucinogens Ch 7. Anti-anxiety & Sedative Hypnotics Ch 8. Antipsychotic Drugs, Antidepressants & Mood Stabilizers Ch 9. Lesser Known Drugs that Are Abused Ch 10. Pharmacological & Neurophysiological Principles Ch 11. Classification of Drugs Ch 12. Inhaled Substances Ch 13. Opioids Ch 14. Anabolic Steroids Ch 15. Prescription & Over-the-Counter Drugs MATH: 6 hours per week x 44 weeks = 6 semester units.  
HISTORY OF THE NATIVE PEOPLES:     2 hours per week x 36 weeks = 6 semester units. While it is not known when exactly humans migrated to the Americas, it is known that it was tens of thousands of years ago. While dates determined by scientists vary, it has been concluded that humans traveled across when Beringia, a land bridge connecting Asia with North America, was revealed due to lower sea levels. The general time period for these migrations is somewhere around the end of the last ice age around 12,000 years ago. There were likely waves of humans migrating from Asia to the Americas, and it was these migrants that would form the various groups and tribes of the Native American peoples. 

The Pre-Columbian Era. In comparison with other cultures around the world, relatively little is known about Native American people before the arrival of Columbus. This is due to the lack of writing systems within many Native American societies at the time. In order to learn about these prehistoric societies, archaeologists conduct surveys of sites where Native American tribes lived. This has allowed scholars to learn much about these peoples, such as the lifestyles, culture, and other aspects of Pre-Columbian life. There have also been several distinct cultural areas identified by scholars. Prehistoric life consisted of hunting megafauna until their eventual extinction. Some cultures adopted agriculture, growing maize (corn), beans, and squash. Native American societies could also be matrilineal or patrilineal, with many related aspects continuing past European contact. The Archaic period typically refers to the time between around 8500 BCE to around 500 CE, depending on the area/culture discussed. This period saw the rise of a group of Native American peoples called the Mound Builders, so called because of the impressive mounds that were left by these peoples. The mound culture evolved into the Mississippian culture, with impressive complexes like that at Cahokia in Illinois. The pueblos in the Southwest were also built and inhabited around this era. The last 1500 years before European contact saw the blossoming of many advanced societies. Besides the cities built in the mainland United States, there were also several advanced societies. The Aztec, Maya, and Inca civilizations were three of the most prominent on the American continents. Unlike many of their counterparts, these civilizations developed writing systems and built great stone monuments that still exist in the present day. All three major empires survived to see the arrival of the European incursion on the continents, but afterwards faced a decline that decimated their populations. 

The Arrival of Europeans in North America.  When discussing exploration in the New World, it is impossible to leave out the Spanish explorers. Although most of the notable Spanish expeditions were conducted in Central and South America, there were some that explored what would become the United States. The most famous explorers were Juan Ponce de León and Hernando de Soto, who both explored the American Southeast. The Native American peoples who met these conquistadors were often hospitable and offered gifts, but they unfortunately often received death in return. Greed and a sense of superiority often led to violence from these early explorers, who were set on finding legendary cities of gold to bring back to Spain. Despite de León and de Soto being some of the first to explore North America, there were others before them. It is believed that the Vikings of Scandinavia attempted to settle North America sometime around the 11th century. These settlements never lasted due to resistance by Native American peoples. Christopher Columbus established continuous contact between the Americas and Europe beginning in 1492, dubbing the inhabitants of the lands he found "Indians." This term stuck around even after it was discovered that the Americas were nowhere close to India. Some of the most devastating occurrences between European people and Native American people were diseases. Smallpox, measles, and various other illnesses ravaged populations of Native American peoples, who had no immunity to these contagions. The effects were devastating, with some estimates claiming the population lowered by 90%. While estimates range from 2.1 million to 18 million inhabitants occupying North America, what is certain is that the lowered number of Indigenous peoples made it easier for Europe to plant colonies. The British Empire, Dutch Empire, French Empire, and Spanish Empire would all establish permanent settlements in North America by the 17th century, beginning a slow encroachment that would lead to near extinction of Native American people by the 19th century. Along with genocidal practices, such as wiping out entire villages to take the land, European people also introduced gunpowder, alcohol, and horses. These inventions would lead to a cultural shift not seen in many Native American societies for centuries before. 

PSYCHOLOGY                2 hours per week x 36 weeks = 6 semester units.     
SOCIOLOGY:                             2 hours per week x 36 weeks = 6 semester units                                Ch 2. Key Sociology Theorists Ch 3. Sociology Research Methods Ch 4. Foundations of Society Ch 5. Theories of Individual Social Development Ch 6. Social Groups & Organizations Ch 7. Multiculturalism & Cultural Relativism Ch 8. Inequality and Divergence in Society Ch 9. Sex and Gender in Society Ch 10. Race and Ethnicity in Society Ch 11. Aging in Society Ch 12. Economics and Politics Ch 13. Social Institutions Ch 14. Social Change Over Time Ch 15. Studying for Sociology 101 

U.S. HISTORY:        2 hours per week x 36 weeks = 6 semester units.  
WORLD HISTORY:                           2 hours per week x 36 weeks = 6 semester units.                           Ch 3. Early Chinese Civilization Ch 4. Early Indian Civilization Ch 5. History of the Ancient Greeks Ch 6. Hellenism Ch 7. History of The Roman Republic Ch 8. History of the Fall of Rome Ch 9. The Rise of Christianity Ch 10. Timeline of the Early Middle Ages Ch 11. The Medieval Warm Period Ch 12. Timeline of the High Middle Ages Ch 13. Eurasia and the Great Dynastic Empires Ch 14. Overview of the Late Middle Ages Ch 15. History of The European Renaissance Ch 16. The Reformation Across Europe Ch 17. The Age of Exploration Ch 18. The Enlightenment & World Revolutions Ch 19. Colonialism Ch 20. World War I Ch 21. Between the World Wars Ch 22. World War II Ch 23. Europe, Asia, the Middle East & Africa Post-War Ch 24. The Cold War Ch 25. Latin America Since 1900  

                                                   


BACHELOR OF ARTS-AGRICULTURE:  Total 2,244 Lessons 

AGRIICULTURAL FOOD MANAGEMENT: 2 hours per week x 44 weeks = 6 sem. units. Introduction to Agribusiness is another in a series of Just the Facts (JTF) textbooks created by the National Agricultural Institute - a new approach to textbooks. Content presents only essential knowledge enhanced by complementary PowerPoint presentations and websites through QR codes or URLs. The textbook contains 33 chapters and a glossary. Topics include: careers in agriculture; introduction to economic principles; costs, revenues and profits; diversification and specialization; combination of enterprises; managing risk; agribusiness management; proprietorships, partnerships and corporations; decision making; recordkeeping and accounting; spreadsheets; inventory and depreciation; financial planning and analysis; role and sources of credit; marketing strategies; hedging and speculation; market planning; trading in international markets; agricultural cooperatives; selling; taxation and insurance; purchasing options; agricultural law; safety in agribusiness operation; and government agencies and services. BIOLOGY: 6 hours per week x 44 weeks = 6 semester units. See Biology Course Description supra. BOTANY: 6 hours per week x 44 weeks = 6 semester units. The study of plants is known as Botany. This is a field within biology (the study of life). In this lesson, we will look at botany during the 19th Century and learn about the discoveries, as well as key figures and scientific tools that developed this scientific field.
  
Inside the Cells of Plants: Before the 19th century, data that was gathered about plants was based mostly on the medicinal qualities of plants, the physical features of plants, and the cells of a plant. Although the microscope aided scientists to examine the plant cell before the 19th century, there was still little knowledge of the parts within a cell. Joseph Bienaimé Caventou and Pierre Joseph Pelletier discovered chlorophyll in 1817-1818. Chlorophyll is a green pigment that is found within the plant cell. Although little was known about this pigment, many scientists throughout the next century revealed the importance of this pigment.
                        
Chloroplasts: Around 1862- 1864, a scientist named Julius Sachs made a breakthrough discovery that would connect sunlight and chlorophyll. In many of his experiments, he discovered that plants produced glucose from sunlight. Sachs noticed that sunlight was absorbed by these green-like organelles that were found throughout the cells of plants. The green was from the chlorophyll pigment that was discovered earlier in the century. Sachs decided to call these organelles chloroplasts.  
                                           
Photosynthesis: From these discoveries, the comprehension of photosynthesis was just emerging and better understood by the early 1900s. Photosynthesis is the process by which sunlight, carbon dioxide, and water are taken into a plant and converted to glucose and oxygen. This process was first predicted by a physicist named Julius Robert Mayer. In 1847, Mayer explained that energy could not be made or destroyed. Rather, it was converted from one type of energy to another. From this, Mayer suggested that it could be possible that sunlight energy is converted to chemical energy for the plant. Because sunlight was an important factor for plants, scientists like Theodor Engelmann performed experiments on what type of wavelength color was suited best for photosynthesis. Calling it his action spectrum experiment, Engelmann discovered In 1883 that red and blue wavelengths produced more oxygen in plants and were best suited for photosynthesis.                                                                                                                        
CONTAMINATION / POLLUTION:    2 hours per week x 36 weeks = 6 semester units. 

Point Sources of Contamination Point sourcesrefer to localized areas where pollutants are released directly into the soil. These sources are often associated with specific identifiable origins, making them relatively easier to measure and manage. Examples of point sources include: 

• Industrial sites: Factories, manufacturing plants, and processing facilities can release contaminants such as solvents, heavy metals and chemicals directly into the soil.
• Waste dumps and landfills: Improperly managed waste disposal sites can lead to the accumulation of pollutants like plastics, toxins, and hazardous materials in the soil.
• Spills and accidents: Accidental releases of substances like oil, chemicals, or radioactive materials can result in localized soil contamination.
• Non-Point Sources of Contamination

 Non-point sources, on the other hand, are diffuse and widespread, making them harder to pinpoint and quantify accurately. They often consist of multiple small-scale inputs that collectively contribute to contamination. Examples of non-point sources include: 

• Agricultural runoff: Pesticides, fertilizers, and animal waste used in farming can be carried by rainwater and irrigation runoff, leading to the contamination of surrounding soils. 
• Urban runoff: Rainwater washes pollutants from streets, parking lots, and urban areas into the soil, carrying substances like heavy metals, oil residues, and litter.
• Atmospheric deposition: Airborne pollutants, such as heavy metals and industrial emissions, can settle onto the soil over time through rain or dust particles.
• Erosion: Soil erosion caused by factors like deforestation, construction, and improper land management can transport contaminated particles to new areas.

Non-point sources are particularly challenging to measure and mitigate due to their diffuse nature and the cumulative impact of various contributors. Unlike point sources, where contamination stems from distinct locations, non-point sources require comprehensive strategies and regulations to effectively address the broader issue of soil contamination.  

Industries Contributing to Soil Contamination Industries wield substantial influence over soil contamination, with mining, petroleum, and waste disposal emerging as primary culprits. Additionally, it is crucial to recognize that mineral oil, frequently employed in various applications, is a derivative of petroleum. Importantly, these industries not only directly impact soil but also pollute water sources, exacerbating environmental and health risks.  
                                                                                          
Mining Extracting valuable minerals from the Earth has its drawbacks. Activities like excavation and mineral processing release hazardous substances, including heavy metals and toxic chemicals, into the soil. These pollutants can disrupt soil composition and endanger both ecosystems and human health. 
                         
Petroleum Activities The process of extracting and refining crude oil contributes to soil contamination. Leaks from pipelines, oil spills, and improper disposal of petroleum products introduce pollution. Moreover, mineral oil, derived from petroleum, finds broad usage in industries and consumer goods. Inadequate disposal can introduce this contaminant into the soil.  

Waste Disposal Poor waste management practices, particularly with hazardous materials, play a significant role in soil contamination. Dumping untreated waste, including plastics and chemicals, allows pollutants to infiltrate the soil. Mismanaged landfills release leachates with harmful substances, further contaminating the soil and groundwater. Leachate is a liquid that forms when water comes into contact with waste materials. It can occur either from rainwater passing through landfill sites or from the process of percolation and often contains dissolved and suspended substances from the waste. This can pose environmental concerns due to its potential to contaminate groundwater and surface water sources.  

Heavy Metal Soil Contamination Heavy metal soil contamination is a significant environmental concern, with lead, cadmium, mercury, and arsenic being the main culprits. These heavy metals pose serious threats to soil quality and ecosystems due to their dense and toxic nature. They infiltrate the soil through various channels and can persist for extended periods, causing long-lasting damage. The contamination of soil by heavy metals can be attributed to multiple sources. Industrial activities release heavy metals into the air, which eventually settle onto the soil's surface through deposition. Additionally, agricultural practices contribute to the problem as metal-containing pesticides and fertilizers introduce heavy metals into the soil during farming. Mining operations also play a role, releasing naturally occurring heavy metals from the Earth's crust, further contributing to soil contamination. Specific heavy metals have distinct impacts on soil quality and human health. Arsenic, often a result of mining, smelting, and the use of arsenic-containing pesticides, poses serious risks to both humans and animals. Lead contamination is commonly found near highways and industrial areas, stemming from leaded gasoline, industrial emissions, and remnants of lead-based paints. This contamination is especially concerning as it negatively affects cognitive development, particularly in children. Mercury, released through industrial activities, settles into soil and water bodies, eventually accumulating in fish. This poses a threat to human consumers as consuming mercury-contaminated fish can lead to neurological damage.   

Other Types of Contaminants. Beyond heavy metals, several other contaminants demand our attention due to their adverse impact on soil and the environment: 

• Pharmaceutical Compounds: Inadequate disposal of pharmaceutical waste introduces these compounds into soil, potentially disrupting ecosystems and contaminating water sources.
• Nuclear Waste: Mismanaged nuclear waste introduces radioactive substances into soil, posing grave health and environmental risks.
• Agricultural Chemicals: The use of pesticides, herbicides, and fertilizers in agriculture can contaminate soil if not managed properly. These chemicals influence soil quality, water systems, and human health.

Understanding the various sources and outcomes of soil contamination is crucial. It helps implement effective measures for mitigation and remediation, promoting the protection of the environment and human well-being.  

Preventing Soil Contamination Efforts to prevent soil contamination are crucial for preserving both the environment and human health. Several strategies are currently in place to tackle this issue, with practices that extend the lifespan of products and promote responsible resource management being prominent. These measures not only curb pollution but also contribute to sustainable resource management. Here is how they work and examples of relevant laws and regulations:    
                                          
What is Pollution? Pollution is the act of a harmful or damaging substance being released into the environment. The harmful or damaging substance is called a pollutant. There are typically five recognized categories of pollution or examples of pollution: air, land, water, noise, and light. Air pollution is usually caused by the release of harmful gases into the atmosphere. Land and water pollution are usually caused by the inadvertent release of a harmful substance or the runoff of a harmful substance. Noise pollution is not caused by a tangible substance but rather the noise of a busy environment, such as a city. Finally, light pollution is caused by the cumulative effect of many lights on the night sky. Light pollution has proven to be detrimental to nocturnal animals, disrupting their ambient environments.   
                                                        
Types and Examples of Environmental Pollution The environmental pollution definition is the damaging effects to Earth, specifically land, air, and water, caused by human activity. Examples of environmental pollution include air, water, and soil pollution. Environmental pollution is caused by the actions of humans. Air pollution has a variety of causes related to human activity. Air pollution can be caused by small particulates present in the air, such as soot or ash from the burning of a substance. Air pollution can also be caused by the release of toxic gases, such as carbon dioxide, from the burning of fossil fuels. Water pollution has many causes, including litter, such as plastic bags and bottles, entering the watershed, runoff from fertilizer, oil spills, and the disposal of raw sewage directly into a watershed. Land, or soil, pollution is defined by the presence of toxic substances in soil or litter. There are a variety of ways to reduce environmental pollution. One prominent way to reduce air pollution is by using cleaner forms of energy. The burning of fossil fuels releases toxic gases into the atmosphere, negatively affecting plants and animal life. Another way to reduce pollution is to be more mindful of the waste we produce. Recycling products and goods help keep materials out of landfills. One way to reduce pollution, which is growing in popularity, is through green products. This means using natural products to accomplish tasks, such as cleaning, traditionally done with harmful chemicals.                                                                                    

HEALTH:                                    2 hours per week x 36 weeks = 6 semester units.                                                             See course description supra. 

CROPS & SOILS:                        2 hours per week x 36 weeks = 6 semester units.                                   
Crops: The study of crops is called agronomy, which is the application of science and technology to improve and manage food crops. Agronomy uses science from biology, chemistry, economics, ecology, soil science, water science, pest management, and genetics. A crop is a plant or plant product that is grown and harvested for profit or subsistence. Crops are usually cultivated in rows or other systematic arrangements, which is called crop cultivation or a crop field. Most crops are harvested as food for humans or fodder for livestock. Some examples of crops include: Corn, Wheat, Rice, Potato, Cassava, Soybean, Sweet potato, and Sorghum.                                                                                  
Soils:  Soil is the very basis for an ecosystem. For example, a forest fire can wipe out an entire forest and drive out all the animals. As long as the soil remains, the ecosystem can reach its climax again relatively quickly as buried seeds will grow and replenish the vegetation, encouraging the animals to return. However, if the soil in an ecosystem is destroyed in a natural disaster such as being completely buried by volcanic rock, or washed away by erosion, the ecosystem will take much longer to return. The soil would have to go through a series of processes to re-develop a healthy layer.  

Soil Structure and Development:   Soil develops and accumulates from its basic components of organic matter, sediments or minerals, water, and gases through multiple processes. However, not all soils are the same, and depending on the base sediments, the soil will provide different mediums for different kinds of ecosystems. The following is an example of steps that generally occur for a healthy soil layer to form: 

• Sediment weathering
• Sediment erosion or transport
• Organic matter introduction
• Organic matter decomposition
• Water introduced
• Organic matter continues to accumulate

The development of soil generally begins with weathering. If there is nothing to start with but bare rock, such as a newly formed volcanic island, sediments must form from preexisting rocks through processes of weathering. Rocks can be broken down into smaller pieces through either physical or chemical processes. The sediment must then be eroded or transported so that it can be deposited and accumulated in a new location providing a matrix for soil to form. In addition to sediment, some organic matter must also be introduced. This is often through pioneer species such as lichens and moss which can have their spores carried into the barren region by the wind. Lichens and moss are capable of growing on bare rock and will typically be the first to arrive in a barren landscape. Additionally, lichens and moss can release acidic byproducts through their biological processes which help further break down bare rock into looser sediments contributing further to soil formation. As organic matter such as lichens and moss grow and die, their decomposing components and matter are introduced to the sediments accumulating around them. This organic matter continues to build up within and along with the deposited sediments and minerals. This decomposing matter will also introduce gases to the sediments as microorganisms feed on the decomposing organic matter and perform cellular respiration. The forming soil essentially becomes more nutritious. Precipitation and rain will introduce water to this system. Eventually, a layer of sediments, organic matter, and gases are thick enough to provide a medium for further plant growth. Seeds dropped by animals or carried by wind arrive in the region at some point. The process continues as larger plants and grasses begin to grow and die, providing more organic matter and building up more soil until it is eventually able to support a larger ecosystem.  

Types of Soil. There are four major types of soil, each being composed of different base sediment or differing minerals and/or a difference in granular sizes: 

• Sand
• Silt
• Clay
• Loam

 
HORTICULTURE:       2 hours per week x 36 weeks = 6 semester units.                                                           
What is a Horticultural Society? Sociologists and anthropologists have multiple ways of classifying societies one mode of classification focuses on how societies procure their food. Modernized societies, for example, the United States, use industrialized agriculture. This entails large, permanent farms with advanced machinery that runs on fossil fuels. By contrast, hunter-gatherer societies are characterized by their reliance on hunting wild animals and gathering readily available plants.  

Horticultural societies, however, are characterized by cultivating vegetation with simple tools and without large, permanent farms. Horticultural societies can be mixed in two ways. First, they may have several different kinds of horticulture second, they might also supplement their horticulture with some other method of food production, such as hunting. In short, while modern farms might be symbolized by a tractor, earlier agricultural societies might be symbolized by the plow, and horticultural societies might be symbolized by the simple hoe. Of course, each mode of production also involves a host of other tools and materials, such as fertilizer, pesticides, herbicides, etc., in modern farms. Still, horticultural societies have little else at their disposal beyond hand-held tools that can be produced without modern machining or even advanced blacksmithing note that horticultural societies are often limited by technology and are limited in how large a population they can support. A horticultural society cannot produce enough food to sustain a population as large as a modern society that has farms that are much more productive for the space they take.  

Shifting Cultivation One of the major characteristics of horticultural societies is that they do not rely on large, permanent farms. Their production of plants for food, then, relies on impermanent farms. There are two related techniques that are often used in conjunction with each other by horticultural societies such as the Yanomami people; the first technique is shifting cultivation. Shifting cultivation is a practice wherein a plot of land will be farmed for some period of time, and then the farmers will shift to another plot. The portion of land that had been farmed will be left to grow wild, possibly even a decade at a time. The second technique is slash-and-burn farming. This technique is used to (re)claim land for farming by cutting away weeds, sections of forest, and undesirable vegetation and then burning the remains. Burning the vegetation helps to replenish and enrich the soil as well as simply create space for farmland. This is a technique often used by people in tropical rainforests for the sake of clearing land for root-based crops. It has also been used in the forested hills of Southeast Asia.                                        
Horticultural Society Example: The Yanomami people of the Amazonian rainforest are one example of a horticultural society. While they supplement their food production with hunting and gathering, farming with primitive tools constitutes a significant portion of their food production. They use shifting cultivation and slash-and-burn farming in order to create impermanent farm plots where they grow crops like sweet potatoes and plantains.  

Long-Growing Trees Not all horticultural food production relies on shifting cultivation and slash-and-burn techniques. One method of being able to produce sufficient food with simple tools is to plant and rely on long-growing trees. Long-growing trees, once planted, can keep producing their fruits without the need to keep replanting or clearing away old crops. The Samoan people of the South Pacific, for instance, rely on such trees, including the banana and coconut trees. As one of the horticultural tribes, they also use other methods of food production, including shifting cultivation for the plant taro. 

LIFE SCIENCE:                               2 hours per week x 36 weeks = 6 semester units.                                                Ch 1 & 2. Cell Biology Fundamentals Ch 3. Introduction to Molecular Biology Ch 4. Molecular Genetics Overview Ch 5. Cellular Reproduction Processes Ch 6. Introduction to Biochemistry Ch 7. Plant Anatomy, Physiology & Processes Ch 8. Animal Reproduction, Growth and Development Ch 9. Animal Anatomy, Physiology & Functions Ch 10. Human Anatomy & Physiology Ch 11. Environmental Science Fundamentals Ch 12. Introduction to Ecology Ch 13. The Origin and History of Life On Earth Ch 14. Basics of Evolution Ch 15. Phylogeny and the Classification of Organisms Ch 16. Studying for Science 

PLANT PATHOLOGY:                  2 hours per week x 36 weeks = 6 semester units     Plant infections are caused by pathogens. Pathogens are agents that cause disease and include fungus, bacteria, and viruses. These pathogens are responsible for many common plant diseases. 

Plants diseases identification Plant diseases can be identified according to the effect the pathogen has on the plant. Plant diseases may cause a plant to change color or shape. The plant may also ooze, or even lose function and stop producing fruits or seeds. Common plant diseases can be divided into these three categories: 
Types of Plant and Leaf Diseases There are many different types of plant diseases. The pathogens that affect plants result in effects such as different leaf diseases.               

Fungal Diseases Fungai diseases are caused by fungus. Fungus is defined as any group of spore-producing organisms that feed on organic matter. Spores are cells fungi use to reproduce. Spores prefer dark environments, and will often grow in shade or areas of plants that are not exposed to large amounts of sunlight. Spores travel by wind, water, and animals. Spores can also be transported from one area to another by people, machinery, or any object a spore is able to attach. Leaf fungus identification and plant fungus identification are based on the type of fungus growing on the plant. There are over 20,000 different species of fungi that can cause harm to crops and plants. About 85% of plant diseases are classified as fungal infections.  

Types of fungus on plants: Black Spot Disease: Black spot disease is specific to roses, but is such a widespread disease that it can be found across the United States. Black spot fungus only attacks the top of the leaf. This leaf fungus is identified by dark, round leaf spots on the top of the leaf with irregular, feathered margins. Although this type of fungus does notdirectly kill the plant, it will cause the plant to become weakened and susceptible to cold temperatures, insects, and other diseases. Black spot thrives in wet conditions.  Rust:Rust is a fungal disease caused by over 5,000 different species of fungi. Common rust affects roses, hollyhocks, snapdragons, daylilies, beans, and tomatoes. The fungi first present as white raised spots on the underside of the leaves and stems. These spots become rust-orange bumps or pustules that turn yellow-green and eventually black. Rust fungi cause leaves to yellow and drop on the underside of the leaf. The fungus will eventually spread to the top of the leaf, causing leaves to fall from the branches. Spores of many rust species are able to become dormant (inactive) during winter. Most rust spores thrive in high moisture environments. 

Botrytis blight is caused by the Botrytis fungi. This Bacterial Rot: Bacterial diseases are caused by bacteria. Bacteria are single cells organisms found almost everywhere on Earth. Bacteria can cause serious diseases to plants. These single-celled organisms do not penetrate plant tissue. Instead, they enter the plant through small cuts or natural plant openings. Bacteria species prefer cool, wet conditions to grow, but different species grow in warm, wet environments. Some bacterial infections cause bacterial ooze which occurs when droplets of bacterial cells and water seep through openings, or cracks in the plant.   Black rot bacteria affect cruciferous vegetables such as arugula, broccoli, Brussel sprouts, cabbage cauliflower, and collard greens. Plants infected with this bacteria wilt and initially show irregular, dull-shaped blotches on the edges of the leaf.   ungus attacks some vegetables, soft fruits, flowers, trees, and shrubs. The fungi can grow in different conditions, but its spread is increased in cool, damp environments. Different species of blight create white growth on the plant that eventually darkens to a smoky grey. For this reason, Botrytis blight is also referred to as grey mold. Blight generally grows in areas where the plant is weakest. Once the spores spread, the fungal destruction can move quickly.

Bacterial Rot: Bacterial diseases are caused by bacteria. Bacteria are single cells organisms found almost everywhere on Earth. Bacteria can cause serious diseases to plants. These single-celled organisms do not penetrate plant tissue. Instead, they enter the plant through small cuts or natural plant openings. Bacteria species prefer cool, wet conditions to grow, but different species grow in warm, wet environments. Some bacterial infections cause bacterial ooze which occurs when droplets of bacterial cells and water seep through openings, or cracks in the plant.  Black rot bacteria affect cruciferous vegetables such as arugula, broccoli, Brussel sprouts, cabbage cauliflower, and collard greens. Plants infected with this bacteria wilt and initially show irregular, dull-shaped blotches on the edges of the leaf.                                                   

 Viral Disease: Viral diseases are caused by viruses. A virus is a nonliving infectious agent that utilizes living organisms (hosts) to survive and reproduce. Plant cells have structures called cell walls. These walls are thick, and tiny viruses are not able to penetrate them on their own. Viruses must enter a plant through an existing opening. These openings can be caused by damage or injury to the plant from natural causes, insects, or tools and equipment. Mosaic Virus: Mosaic virus is any virus that affects a wide range of plants causing them to have a mosaic pattern of light/dark green or yellow/green on the leaves. Tobacco mosaic virus (TMV) was the first virus to be discovered. This virus infects tobacco, tomato, and other solanaceous plants. TMV enters plants through a small wound, and is easily transmitted when an infected leaf rubs up against a leaf from a healthy plant. TMV has a variety of symptoms that are dependent on the type of plant it infects including mosaic pattern, malformed leaves, yellow spotting on leaves, and distinct yellow veins.  
 
BACHELOR OF ARTS - BUSINESS ADMINISTRATION
 Total: 1,615 Lessons                                                                                        

ACCOUNTING                             2 hours per week x 36 weeks = 6 semester units.                                                   Ch 1. Introduction to Accounting Ch 2. Financial Statements in Accounting Ch 3. Mechanics of the Accounting Cycle Ch 4. Adjusting Accounts and Preparing Financial Statements Ch 5. Internal Controls in Accounting Ch 6. Merchandising Operations and Inventory in Accounting Ch 7. Receivables in Accounting Ch 8. Completing the Operating Cycle in Accounting Ch 9. Long-Term Assets in Accounting Ch 10. Current and Long-Term Liabilities in Accounting Ch 11. Reporting & Analyzing Equity in Accounting Ch 12. Statement of Cash Flows in Accounting Ch 13. Financial Statement Analysis in Accounting Ch 14. Studying for Accounting 101   

ADVERTISING                              2 hours per week x 36 weeks = 6 semester units.                                   Advertising is a form of marketing communication that promotes goods and services. It can be found in many forms, including television, radio, newspapers, magazines, outdoor advertising, online ads, social media posts, and more. Advertising is an effective way to reach new customers and increase sales. It is also an essential part of the economy because it helps businesses grow by informing people about their products and services. A basic example of advertising would be a billboard for a local rooftop restaurant that reads, "Come for the food! Stay for the view!"                                                        There are different approaches when it comes to advertising: Some companies like to use a mix of traditional and digital advertising. Others prefer to use digital advertising only because it is more cost-effective and effective in reaching a wider audience.                   
Types of advertising: 

1. Traditional Advertising: This type of marketing is used by companies that want to reach their target audience with the help of print, television, radio, or billboards. It can be expensive, but it has a high ROI since most people see advertisements regularly.
2. Digital Advertising: Companies that want to reach their target audience through websites and social media platforms like Facebook or Instagram use this type of marketing. It is cheaper than traditional marketing methods, but it might not be as effective since most people are still skeptical of what they read in social media posts.

 BUSINESS ENTREPRENEURSHIP  2 hours per week x 36 weeks = 6 semester units.                                                 Ch 1. Entrepreneurship in the Economy Ch 2. Business Basics for Entrepreneurs Ch 3. Starting a Business Overview Ch 4. Types of Business Structures Ch 5. Teams in Business Ch 6. Business Plans for Entrepreneurs Ch 7. Understanding Customers as a New Business Ch 8. Dynamic Business Environments Ch 9. Growth & Opportunity for Entrepreneurs Ch 10. Marketing & Sales Strategies Ch 11. Business Pitches for Entrepreneurs Ch 12. Business Financing for Entrepreneurs Ch 13. Understanding Business Taxes Ch 14. Financial Planning for Entrepreneurs Ch 15. Overview of Business Ethics Ch 16. Studying for Business 121 

BUSINESS ETHICS                     2 hours per week x 36 weeks = 6 semester units.                                                   Ch 1. Introduction to Business Ethics Ch 2. Employees, Stockholders, & Corporate Governance Ch 3. The Relationship Between Business, Government & Society Ch 4. Public Relations for Business Ch 5. Diversity in the Workforce Ch 6. Business-Government Relations Ch 7. Business' Influence on the Political Environment Ch 8. Corporate Social Responsibility & Citizenship Ch 9. Business & the Community Ch 10. The Media's Impact on Business Ch 11. Consumer Rights & Regulations Ch 12. Ethics in Advertising Ch 13. Strategies of Special Interest Groups Ch 14. Technology, Business, & Society Ch 15. Environmental Issues in Business Ch 16. The Global Business Environment Ch 17. Individual Integrity & Ethics Ch 18. Studying for Business 108                                    

BUSINESS LAW                    2 hours per week x 36 weeks = 6 semester units.                                                              Ch 1. The U.S. Constitution & Business Ch 2. The Basics of Contract Law Ch 3. Legal Requirements to Form a Contract Ch 4. Third Party Rights in Contracts Ch 5. Breach of Contract & Remedies Ch 6. Discharge of Contracts Ch 7. UCC Sales Contracts Ch 8. Introduction to Tort Law Ch 9. Product Liability & Consumer Protection Ch 10. Debtors' & Creditors' Rights Ch 11. Agency's Role in Business Law Ch 12. The American Legal System & Sources of Law Ch 13. The Legal & Ethical Environments of Business Ch 14. Studying for Business Law. 

FINANCE                                   2 hours per week x 36 weeks = 6 semester units.                                                         Ch 1. Corporate Finance Overview Ch 2. Preparing Balance Sheets Ch 3. Preparing Income Statements Ch 4. Stocks & Stock Valuation Ch 5. Rate of Return Ch 6. Dividend Payout & Yield Ch 7. Bonds & Bond Valuation Ch 8. Investment Portfolios Ch 9. Investment & Risk Analysis Ch 10. Capital Structure & Financial Leverage Ch 11. Understanding Cost of Capital Ch 12. Capital Budgeting Overview Ch 13. Mergers, Acquisitions, and Business Valuation Ch 14. Corporate Taxation & Bankruptcy Ch 15. Environmental, Social, and Governance (ESG) Investing Ch 16. Artificial Intelligence in Financial Services Ch 17. Required Assignments for Finance 301                                                                       
HUMAN RESOURCES            2 hours per week x 36 weeks = 6 semester units.                                                        Ch 1. Overview of HRM Field Ch 2. Organizational Theories & Human Resources Ch 3. Job Analysis and Design Ch 4. Staffing in Organizations Ch 5. Training and Development in Organizations Ch 6. Performance Appraisals Ch 7. Employee Compensation Issues Ch 8. Employment Law & Employee Rights Ch 9. Labor Relations Ch 10. International Human Resource Management Ch 11. Current Issues and Trends in HRM Ch 12. Studying for Business 106 

MARKETING                        2 hours per week x 36 weeks = 6 semester units.                                                           Ch 1. Marketing Philosophies and Ethics Ch 2. Competitive Advantage Ch 3. The Marketing Environment Ch 4. International Marketplace Ch 5. Consumer Decision Making Ch 6. Business Marketing and Marketing Research Ch 7. Segmentation and Product Marketing Ch 8. Managing a Product and Retailing Ch 9. Services Marketing, Marketing Channels & Supply Chain Management Ch 10. Promotion, Advertising and Public Relations Ch 11. Selling and Pricing Strategy Ch 12. Studying for Business 102 

MANAGEMENT                       2 hours per week x 36 weeks = 6 semester units.                                                        Ch 1. Management Basics Ch 2. Classical School of Management Ch 3. Behavioral School of Management Theory Ch 4. Contemporary and Future School of Management Theory Ch 5. Organizing in Business Management Ch 6. Organizational Change Ch 7. Work Teams Ch 8. Leadership Theory Ch 9. Leading in Organizations Ch 10. Motivation in the Workplace Ch 11. Communication in the Workplace Ch 12. Controlling in Organizations Ch 13. Human Resources Ch 14. Strategic Management and Managerial Decision Making Ch 15. Production and Quality Assurance Ch 16. International Management and Contemporary Issues Ch 17. Studying for Business 101                                                      
PSYCHOLOGY                       2 hours per week x 36 weeks = 6 semester units                                                   Please refer to the Psychology description supra. 

SOCIOLOGY                         2 hours per week x 36 weeks = 6 semester units.                                                     Please refer to the Sociology description supra.